Motor sequence learning in a goal-directed stepping task in persons with multiple sclerosis: a pilot study.

Area of Science:

• Neuroscience
• Rehabilitation Science
• Motor Control

Background:

• Multiple sclerosis (MS) frequently causes cognitive and mobility impairments.
• Understanding motor learning in persons with MS (pwMS) is crucial for developing effective rehabilitation strategies.
• Motor sequence learning in a stepping task under different learning conditions has not been previously studied in pwMS.

Purpose of the Study:

• To investigate motor sequence learning in pwMS and healthy controls (HC) using a stepping task.
• To compare implicit versus explicit learning conditions for motor sequence learning.
• To assess learning retention and automaticity through dual-task paradigms.

Main Methods:

• Nineteen pwMS and 18 HC performed a modified serial reaction time stepping task.
• Participants learned sequences implicitly or explicitly.
• Learning was assessed via response times during acquisition, retention (24h), and three dual-task conditions.

Main Results:

• Both pwMS and HC showed significant motor sequence learning, with improved response times for sequences versus random blocks.
• Learning occurred similarly across implicit and explicit conditions and between groups.
• Response times improved during dual-task conditions post-learning, but dual-task cost improvement varied by cognitive task.

Conclusions:

• Persons with multiple sclerosis exhibit motor sequence learning in a stepping task, comparable to healthy controls.
• Learning effectiveness was consistent regardless of implicit or explicit instruction.
• Further research is needed to clarify the extent of automaticity improvement in pwMS after motor learning.